SPED 643/ Applied Behavior Analysis: Assessments and Interventions Page 1 of 20 Old Dominion University Communication Disorders and Special Education Applied Behavior Analysis Certificate Program Course Syllabus Darden College of Education Conceptual Framework Course Number by University: Old Dominion University (ODU): SPED 643 George Mason University (GMU): EDSE 623 Virginia Commonwealth University (VCU): SEDP 625 Lynchburg College: SPED 656 Course Title: Applied Behavior Analysis: Assessments and Interventions Professor: Laura C. Chezan, Ph.D., BCBA-D, L.B.A. Email: [email protected] Office Phone: (757) 683-7055 Office Location: Child Study Center (CSC) Room 110 Preferred Communication: by email Meeting Times: Mondays, 4:30 p.m. – 7:10 p.m. Office Hours: Mondays, 1:30 p.m. – 4:30 p.m.; Wednesdays, 1:20 p.m. – 4:20 p.m. Mission Statement of the Darden College of Education Old Dominion University’s major purpose in its education program is to prepare individuals who have knowledge of their discipline, ability to practice state-of-the-art instruction with students of various cultural and socioeconomic backgrounds, and attitudes that reflect commitment to teaching and learning as well as lifelong professional growth and development. The conceptual framework, Educator as Professional, reflects the development of professional educators who can use their pedagogical and academic abilities to educate all students. Course Description Lecture 3 hours; 3 credits. Prerequisite: Admission to Applied Behavior Analysis Certificate Program and successful completion of SPED 640 Applied Behavior Analysis: Principles, Procedures and Philosophy or consent of the instructor. This course further expands on basic SPED 643/ Applied Behavior Analysis: Assessments and Interventions Page 2 of 20 content of applied behavior analysis and teaches how to implement behavioral procedures and develop behavioral programs for clients with fundamental behavioral needs. Course Purpose This course is one of a six-course sequence leading to a post-masters certificate in applied behavior analysis (ABA) from Old Dominion University. The certificate program is designed to teach participants to develop and implement behavioral programs based on data and assessments that increase positive skills and reduce interfering behavior in real life environments while maintaining ethical and responsible programming. The ODU Post-Masters Certificate in Applied Behavior Analysis (ABA) provides coursework derived from the standards of the Behavior Analyst Certification Board (BACB) and the Board’s Guidelines for Responsible Conduct (www.bacb.com). Students who meet the degree requirements, complete 270 hours classroom hours of graduate level instruction in the program, and meet the experience requirements are eligible to sit for the national Board Certified Behavior Analyst (BCBA) exam. Nature of Course Delivery Learning activities include the following: 1. Class lecture and discussion 2. Application activities 3. Small group activities and assignments 4. Video and other media supports 5. Research and presentation activities 6. Electronic supplements and activities through Blackboard Student Outcomes Upon completion of this course, students will: 1. Describe the rationale for conducting a functional assessment and a functional analysis. 2. Describe, identify, and demonstrate procedures for conducting a functional assessment. 3. Describe and identify procedures for conducting a functional analysis. 4. Interpret functional assessment and functional analysis data. 5. Select and develop function-relevant instructional and intervention procedures on the basis of functional assessments or functional analyses. 6. Write well-composed, parsimonious instructions for implementers of behavior analytic instructional and intervention procedures. 7. Incorporate interobserver agreement, procedural fidelity, and implementer behavior management procedures into written behavior analytic instructional and intervention procedures. Required Textbooks Cooper, J.O., Heron, T.E., & Heward, W.L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, New Jersey: Pearson Prentice Hall. Sidman, M. (2001). Coercion and its fallout. Boston, MA: Authors Cooperative. ISBN 1-888- 83001-8 SPED 643/ Applied Behavior Analysis: Assessments and Interventions Page 3 of 20 O’Neill, R. E., Albin, R. W., Storey, K., Horner, R. H., & Sprague, J. R. (2015). Functional assessment and program development for problem behavior: A practical handbook (3rd ed.). Stamford, CT: Cengage Learning. ISBN-13:978-1-285-73482-8; ISBN-10:1-285-73482-3 Required Materials Download a Task List (4th Ed.) and the Professional and Ethical Compliance Code for Behavior Analysts from the Behavior Analyst Certification Board’s website (www.bacb.com). Recommended Textbooks None. Additional Readings: Asmus, J.M., Vollmer, T.R., & Borrero, J.C. (2002). Functional behavioral assessment: A school-based model. Education and Treatment of Children, 25 (1), 67 – 90. Berg, W.K., Peck, S., Wacker, D.P., Harding, J., McComas, J., Richman, D., & Brown, K. (2000). The effects of pre-session exposure to attention on the results of assessments of attention as a reinforcer. Journal of Applied Behavior Analysis, 33 (4), 463 – 477. Bijou, S.W., Peterson, R.F., & Ault, M.H. (1968). A method to integrate descriptive and experimental field studies at the level of data and empirical concepts. Journal of Applied Behavior Analysis, 1 (2), 175 – 191. Blood, E., & Neel, R.S. (2007). From FBA to implementation: A look at what is actually being delivered. Education and Treatment for Children, 30 (4), 67 – 80. Bloom, S.E., Iwata, B.A., Fritz, J.N., Roscoe, E.M., & Carreau, A.B. (2011). Classroom application of a trial-based functional analysis. Journal of Applied Behavior Analysis, 44(1), 19-31. Bosma, A., & Mulick, J.A. (1990). Brief report: Ecobehavioral assessment using transparent scatter plots. Behavioral Residential Treatment, 5 (2), 167 – 140. Derby, K.M., Wacker, D.P., Sasso, G., Steege, M., Northup, J., Cigrand, K., & Asmus, J. (1992). Brief functional assessment techniques to evaluate aberrant behavior in an outpatient setting: A summary of 79 cases. Journal of Applied Behavior analysis, 25 (3), 713 – 721. Falcomata, T.S., Roane, H.S., Feeney, B.J., & Stephenson, K.M. (2010). Assessment and treatment of elopement maintained by access to stereotypy. Journal of Applied Behavior Analysis, 43 (3), 513 – 517. SPED 643/ Applied Behavior Analysis: Assessments and Interventions Page 4 of 20 Goh, H.L., Iwata, B.A., Shore, B.A., DeLeon, I.G., Lerman, D.C., Ulrich, S.M., & Smith, R.G. (1995). An analysis of the reinforcing properties of handmouthing. Journal of Applied Behavior Analysis, 28 (3), 269 – 283. Hagopian, L.P., Fisher, W.W., Thompson, R.H., & Owen-DeSchryver, J. (1997). Toward the development of structured criteria for interpretation of functional analysis data. Journal of Applied Behavior Analysis, 30 (2), 313 – 326. Hoch, T.A., (2007). Why did my kid do that? Using scatterplots to identify factors contributing to behavioral difficulties. In D. Linville & K.M. Hertlein (Eds.), The therapist’s notebook for family healthcare: Homework, handouts, and activities for individuals, couples, and families coping with illness, loss, and disability. Binghamton, NY: Haworth Press. Hoch, T.A., Hammell, C.E., Hajimihalis, C., Brodeur, D.K., & Johnson, S.D. (1996). A descriptive comparison of two zone discrimination reinforcer assessment procedures. Education and Treatment of Children, 19 (2), 153 – 169. Horner, R.H., Sugai, G., Todd, A.W., & Lewis-Palmer, T. (1999-2000). Elements of behavior support plans: A technical brief. Exceptionality, 8 (3), 205 – 215. Iwata, B.A., Dorsey, M.F., Slifer, K.J., Bauman, K.E., & Richman, G.S. (1994). Toward a functional analysis of self-injury. Journal of Applied Behavior Analysis, 27 (2), 197 – 209. Johnson, C.R., Handen, B.L., Butter, E., Wagner, A., Mulik, J., Suckhodolsky, D.G., Williams, S., Swiezy, N.A., Arnold, L.E., Aman, M.G., Scahill, L., Stigler, K.A., McDougle, C.J., Vitiello, B., & Smith, T. (2007). Development of a parent training program for children with pervasive developmental disorders. Journal of Applied Behavior Analysis, 31, 503- 604. Kahng, S.W., Iwata, B.A., & Fischer, S.M. (1998). Temporal distributions of problem behavior based on scatter plot analysis. Journal of Applied Behavior Analysis, 31 (4), 503-604. Lang, R., Davis, T., O’Reilly, M., Machalicek, W., Rispoli, M., Sigafoos, J., Lancioni, G., & Register, A. (2010). Functional analysis and treatment of elopement across two school settings. Journal of Applied Behavior Analysis, 43 (1), 113 – 118. LaRue, R.H., Lenard, K., Weiss, M.J., Bamond, M., Palmieri, M., & Kelley, M.E. (2010). Comparison of traditional and trial based methodologies for conducting functional analyses. Research in Developmental Disabilities, 31, 480 – 487. Lerman, D.C., Hovanetz, A., Strobel, M., & Tetreault, A. (2009). Accuracy of teacher-collected descriptive analysis data: A comparison of narrative and structured recording formats. Journal of Behavioral Education,18, 157-172. SPED 643/ Applied Behavior Analysis: Assessments and Interventions Page 5 of 20 Love, J.R., Carr, J.E., Almason, S.M., & Petursdottir, A.I. (2009). Early and intensive behavioral services for autism: A survey of clinical practices. Research in Autism Spectrum Disorders, 3, 421 – 428. MacDonald, A., & Hume, L. (2010). The use of multi-element behaviour support planning with a man with severe learning disabilities